The Theory of Education: The Philosophy of Education as Derived from the Process of Organic, Psychic, and Social EvolutionCentury Company, 1926 - 413 pages |
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Common terms and phrases
action activities adaptation aim of education animals applied artificial education artificial selection biological cation chapter character chiefly child cial consciousness course Darwin democracy direction Discuss dividual doctrine Dynamic Sociology economic educa educational aim educational process effective elements environment existence fact factor feeling forces function genius Herbart heredity higher education human idea implies improvement indi individual aim influence instincts interests knowledge laws manifest means ment method moral natural education natural selection object Origin of Species patriotism physical political present primary principles produce Professor promote psychology QUESTIONS AND EXERCISES race realize regard relation result says science of education scientific sense social aim social development social environment social evolution social group social heritage social ideal social intelligence social organism social progress societary society Sociology species struggle teacher teaching telic theory thing thought tion true universal velopment vidual
Popular passages
Page 11 - A SUBTLE chain of countless rings The next unto the farthest brings ; The eye reads omens where it goes, And speaks all languages the rose ; And, striving to be man, the worm Mounts through all the spires of form.
Page 391 - New times demand new measures and new men ; The world advances, and in time outgrows The laws that in our fathers' day were best; And, doubtless, after us, some purer scheme Will be shaped out by wiser men than we, Made wiser by the steady growth of truth.
Page 87 - The object of what we commonly call education — that education in which man intervenes and which I shall distinguish as artificial education — is to make good these defects in Nature's methods; to prepare the child to receive Nature's education, neither incapably nor ignorantly, nor with wilful disobedience; and to understand the preliminary symptoms of her displeasure, without waiting for the box on the ear.
Page 306 - That all children within this province, of the age of twelve years, shall be taught some useful trade or skill, to the end none may be idle; but the poor may work to live and the rich, if they become poor, may not want.
Page 204 - Promote then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of government gives force to public opinion, it is essential that public opinion should be enlightened.
Page 382 - Important as the struggle for existence has been, and even still is, yet, as far as the highest part of man's nature is concerned, there are other agencies more important. For the moral qualities are advanced, either directly or indirectly, much more through the effects of habit, the reasoning powers, instruction, religion, etc., than through natural selection...
Page 92 - But nature makes that mean; so over that art, Which you say adds to nature, is an art That nature makes. You see, sweet maid, we marry A gentler scion to the wildest stock, And make conceive a bark of baser kind By bud of nobler race. This is an art Which does mend nature — change it rather; but The art itself is nature.
Page 5 - Then the little Hiawatha Learned of every bird its language, Learned their names and all their secrets, How they built their nests in Summer, Where they hid themselves in Winter, Talked with them whene'er he met them, Called them "Hiawatha's Chickens.
Page 296 - After God had carried us safe to New England, and we had builded our houses, provided necessaries for our livelihood, reared convenient places for God's worship, and settled the civil government, one of the next things we longed for and looked after was to advance learning and perpetuate it to posterity; dreading to leave an illiterate ministry to the churches, when our present ministers shall lie in the dust.
Page 72 - I speak of this process of education as past, for any one, be he as old as he may. For every man the world is as fresh as it was at the first day, and as full of untold novelties for him who has the eyes to see them. And nature is still continuing her patient education of us in that great university, the universe, of which we are all members — nature having no Test-Acts.